This paper has addressed an important policy issue of two countries – Bangladesh and India, with regard to educational reform since both the countries consider Learner-centred Education central to long-term educational change. The comparative study is based upon Hofstede’s Cultural Dimensions framework. The analysis shows some similarities along with some dissimilarities in matter of pedagogical implications of Learner-centred Education in these countries. The study gives the guideline to the researchers and policy makers.
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